Article: Principles of Backward Design

Article 3: What do we know about how kids learn – with or without technology?

School Education Division. (2004). Principles of backward Design. Retrieved September 18, 2007, from http://www.ltag.education.tas.gov.au/planning/models/princbackdesign.htm

This is a very useful website. I plan to revisit it when we start the real work of our unit.

Just a note: When I was an undergraduate, we learned how to plan with a Backward Design framework. We never learned another way. I think this is why “newer” teachers are less-resistant to the idea of starting with desired outcomes. Not to say that these “newer” teachers are never tempted to do a unit/lesson without considering the larger picture. I think it’s just a real advantage for me that this method has become the expected routine – and it has become much more of a second-nature process.

What this can lead to enhanced collaboration across the “pay scale”. Newer teachers can share their know-how on the planning method, while more seasoned teachers can share their vast knowledge of curriculum methods, materials, and assessment techniques. Planning across levels of teacher experience can bring about better lesson that have clear outcomes for more kids.

Reflection for 10/25: When did I get so cynical?

Dear Dr. Phil,

(Oh wait, wrong blog.)

Ok. So, I’m feeling like a real negative Nancy lately. I used to be really optimistic about all things educational. In the last year or so, however, I’ve begun to feel a a little discouraged and disgruntled. I think it stems from the feeling that I am trying my very best to paddle, but the boat keeps going in circles. It doesn’t seem to matter how much time/attention I give to teaching. Whether I dedicate that time toward working with students… giving feedback on assignments… collaborating with teammates… or planning. I can work for four or five hours a night after the kids go home, and the next day, I’m back buried under the pile of correcting, data, and new programming to integrate. I guess I’m a little disillusioned. Maybe this stems from the fact that I spend the majority of my time at work doing assignments I never even knew teachers were expected to do – before I become one myself.

In any rate, I know I need an attitude readjustment, a refocus, or a vacation. (Maybe all three!) I know what’s most important – connecting with my students and helping each one make academic and personal progress. I somehow need to see past the muck and mire to the real goal. How to do this, I haven’t yet figured.

I know this may not be a discussion solely about UBD or UD, but I think it all connects back. There are so many lessons I want to plan integrating the teaching principles of UBD and the accessibility of UD. I just need to find a way to make these tasks a priority – and I would say that this course is helping me move in that direction. Every time we read an article, I am reminded of being an optimistic college student learning about ideas like UBD, UB, and MI – so eager to have my own classroom where those ideas would be as routine as lunch counts and attendance.

In any rate, I haven’t given up yet. I know there’s a light in the tunnel – however dim it looks right now. I hope that we will learn some strategies (and dare I say, shortcuts) to help make UD a near-effortless component of my teaching.

Sorry about the rant. I have to say, just writing this all down has made me feel better.  I guess the good news is that I know where I am going – it’s just the means to get there that is a little fuzzy.  I think I’m jumping out of the boat for tonight. Until next time…

Article : Recognizing Neglected Strengths

Article 2: What do we know about how kids learn – with or without technology?

Sternberg, R.J. (2006, September). Recognizing neglected strengths. Educational Leadership, 64(1), 30-35.

“Many students have strengths that are unrecognized and neglected in traditional schooling” write Sternberg.

This is so true of most classrooms. First of all, it is very difficult to assess what skills kids have. This is a challenge for most teachers. For example, when I first came to GNG, I was pretty naive about the make-up of the population and the overall culture of the community. My second year teaching, we took our team to Hunter Safety Camp and my eyes were immediately opened. The kids on our team were very informed about hunting (boys AND girls), orienteering, and wilderness skills. The kids thrived in an outdoor classroom with hands-on, nature-related learning experiences. I imagine my students are vastly different from those in an urban setting. Most likely, a learning experience like this one – although it may enlighten them – would not capitalize on the prior knowledge and strenghts of “city slickers”. (I say this with a grin, as I was born and partially brought up in the city and can remember my own initial reaction to the week at camp!)

Another hurdle, once you are able to identify the skills the kids have, is to craft learning engagements that tap into those skills and interests. I think that most educational programming (I am thinking Connected Math, reading anthologies, etc.) is now being created with activities and problem sets that somehow integrate what adults think kids know about and/or are interested in at any given grade level. Making the problems ones that kids can relate to and will be applicable to their lives, hopefully hooks kids and then makes their learning practical. I think that these programs are better received than the older less-kid-centered versions; however, they can also come across as trying-to-hard to reach their given audience.

In any rate, the message here is clear. Teach to students’ strengths – see better results. I think this goes along well with the last article on Multiple Intelligences. Teaching to students areas of greater knowledge/skills will help them to learn information. The challenge here is to find away to teach to 22 students’ superior intelligences all at once. Diversification of teaching methods is suggested by the authors to combat this scenario. (I’m not sure it’s that easy, well, unless we move to a 10 hour school day!

Article: Orchestrating Multiple Intelligences

Article 1: What do we know about how kids learn – with or without technology?

Moran, S., M. Kornhaber, & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64(1), 23 – 27.

This article was an interesting take on Gardiner’s Multiple Intelligences. It does provide some information for teachers attempting to teach to students who differ across the 9 intelligences. Instead of trying to plan 9 lessons with 9 sets of objectives, Moran et al suggest that teachers create collaborative, content-rich, authentic learning activities. In this way, students are constantly working to use their intelligences for the completion of the assignment. They compensate for each others weaknesses and stretch their own mental muscle. Moran, Kornhaber, and Gardner offer teachers a way to tap into the 9 intelligences without bringing a near-impossible task upon themselves.

A few interesting facts:

1. Using MI theory helps students to “perceive themselves as potentially smart in a number of ways”. I like this idea – especially these days when our heavily tested kids often label themselves “smart” or “dumb” based on standardize scores that only provide information on a limited number of intelligences.

2. The laser and searchlight profiles are an interesting way to look at students’ abilities. Laser profile individuals have one or two really strong intelligences while the other intelligences are less-developed. The searchlight profiles are students who have similar skills in many of the different intelligences. It would be great know which students are in which group – and which profile I fall into!

3. I love the metaphor of a class working together being an “orchestra”. It really points out the benefits each member can reap when each student capitalizes on their strengths for the educational good of the entire class.

This was a nice review of MI Theory (with a new twist, to boot!). In the days of tests, tests, and tests – we are sometimes taken away from sound educational theory – like Multiple Intelligences. It was nice to have this little refresher.